Given the significant changes that are expected in the nature of work as a consequence of rapid technological advances, it is crucial that society finds ways to maximize benefits while recognizing and mitigating related challenges. This article is intended to fill a current research gap in this context by examining how aware and prepared affected workers are for the challenges predicted by research. This information is crucial since expectation and preparation of the workforce will significantly influence society’s adaptability to the future. As a result of the article various significant relationships among workers’ characteristics and their attitude towards automation could be identified. The interviewed workers’ level of fear appears to have very little influence on preparation for automation-driven changes in the future while perceived opportunity significantly impacts this degree of preparation. Characteristics that additionally most influence the degree of preparatory steps taken by respondents are their level of education as well as work complexity and position. These findings should be used to identify potential ways for relevant stakeholders to adequately prepare for and meet the challenges of the impending increase of automation in the workplace.

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The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines—compositional data analysis (CODA) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

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This study is based on intentional change theory and supports cognitive-emotion and social complexity perspectives regarding positive and negative affect. We examine how a coaching experience guided by a specific theoretical approach within a leadership development program at a European business school influences cognitive-emotional processing of MBA students with regard to their levels of personal vision comprehensiveness and strength, goal-directed energy, and resilience. A within-subjects pre–post Non-Equivalent Dependent Variables design with a total of 76 students was conducted using survey methods. A rigorous analysis sheds light on how intentional change theory–based coaching enhances individual self-development processes. Participants stated higher levels of personal vision, goal-directed energy, and resilience postcoaching. A series of moderator effects were identified regarding the quality of the coaching connection (i.e., overall emotional saliency) and the general self-efficacy of participants. Implications concerning how coaching processes may be enriched through the establishment of high-quality coaching connections are discussed.